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Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects

Cognitive ScienceChild LiteracyReading ComprehensionLanguage DevelopmentLanguage AcquisitionMetacognitionCognitive DevelopmentReadingPsycholinguisticsCognitionDirect EffectsEarly IndirectSocial SciencesLanguage StudiesLanguage ComprehensionLanguage LearningPsychologyCognitive Factor